The effects of repeated I.Q. testing were investigated to ascertain the necessity of constructing and using alternate test forms. There were also attempts made to describe selected individual characteristics of subjects who improved the most over the repeated testing. One hundred and forty-five students were tested at one month intervals for three…

THE PREDICTIVE ABILITY OF TWO INTELLIGENCE TESTS ON A CROSS-CULTURAL SAMPLE WAS STUDIED. THE STANDARD PROGRESSIVE MATRICES AND THE D. 48 TEST WERE ADMINISTERED TO 1,579 GIRLS IN GRADES 9 THROUGH 12. OTHER TEST SCORES WERE OBTAINED FROM STUDENT RECORDS. THE CROSS-CULTURAL GROUPS CONSISTED OF (1) INDO-EUROPEAN, (2) SPANISH-AMERICAN, (3) NEGRO, AND…

Both sides of a long standing and apparently still heated argument are reviewed and presented. Are males more variable in intelligence than females? In an attempt to answer the question the author employed data from a longitudinal growth study. Results indicated that sex differences in variability on individual subtests of the Wechsler…

The effects of reinforcement on four different intelligence test measures for 72 trainable mentally retarded children was investigated. The Lorge-Thorndike Vocabulary, WISC Arithmetic, Picture Arrangement, and Comprehension subtests were administered. Reinforced administration resulted in superior performance on all but the Comprehension test.…

An historical overview of investigations concerned with delineating the structure and composition of infant intellectual activity is presented. Earlier conceptualizations characterized infant intelligence as a unitary trait or factor. Recent studies contend that infant intellectual activity is comprised of varied sets of relatively independent…

A battery of 16 newly devised tests intended as measures of "fluid" intelligence were administered, together with a number of other measures, and factor analyzed separately for a sample of Black children and a sample of White children. The results were judged to confirm the construct of fluid intelligence. (CTM)

States that there is a need for a systematic attempt to break down the performance of black children (who have taken the WISC-R) into analytical and verbal-comprehension clusters. This need is based on the hypothesis that group blacks tend to show up as deficient in abstraction. Profile analysis could be useful in planning educational, vocational,…

Compared two- and three-factor solutions for the 12 subtests of WISC and WISC-R for 164 black, white, and Latino children aged seven to 15 referred to school psychologists because of concerns about their intellectual ability. Factor structures of WISC and WISC-R for same group of subjects are similar. (Author)

A total of 72 school psychologists administered both the WISC and WISC-R to 164 black, white and Latino children. These children had been referred to the school psychologist because of concerns about their intellectual ability. Significant WISC/WISC-R differences were found, with the WISC-R yielding lower results. (Author)

WISC and WISC-R IQs of two groups of normal 10-year-old children from divergent socioeconomic backgrounds were compared in a counter-balanced research design. Significantly higher WISC IQs were obtained on Verbal and Full Scales of low socioeconomic group and on Performance and Full Scales of high socioeconomic group. (Author)

Reviews literature indicating detrimental effects of father absence on children's cognitive development as assessed by standardized IQ tests, standardized achievement tests, and school performance. (BD)

The aim of this paper was to develop a simplification of Sattler's technique (in the form of a table) to make it easier to use and to apply to the Binet profile of any child tested. An illustration is included. (Author)

Notes that there is no pedagogical or psychological research or evaluation to date to justify the use of norm-referenced standardized tests as precision tools. At best, they are experimental instruments, yet they are used as if they are already proven to be valid. (Author/AM)

This research investigated the possibility that there exists a systematic difference in WAIS verbal and performance IQ indices. It was hypothesized that VIQ (verbal) scores on the WAIS tend to be significantly higher than PIQ (performance ability) scores. (Author/RK)